Short Heath Junior School rated 'good' for first time in decade
A junior school which has been failing to make the grade for more than a decade has finally been rated ‘good’ by the Government’s education watchdog.
Short Heath Junior in Willenhall has not been better than level three – ‘satisfactory’ or ‘requires improvement’ – in the last 11 years since Ofsted has used the four-tier grading system – level one being ‘outstanding’.
While in 2006 the Pennine Way school had plummeted to the basement rating of ‘inadequate’. But now following a two-day visit in mid-May the primary, which has more than 230 pupils, has been elevated to good – level two.
A glowing report said: “The executive headteacher (Cathy Draper) and head of school (Sarah Harris) have high expectations of both teaching and learning. They have ensured that the school has improved since the last inspection.
“Subject leaders are now influencing how their subjects are taught.
“This has led to curriculum improvement. Disadvantaged pupils, particularly those with middle and high prior attainment, are making strong progress in reading, writing and mathematics.
“Teaching has improved well since the time of the last inspection. As a result, pupils’ outcomes have also improved. However, variation remains between and within year groups.
“Pupils’ outcomes are better this year than previously. However, pupils with low starting points are not making sufficient progress in writing and mathematics in order to catch up with their classmates.
“The most able pupils achieve well. This is because they are given work which challenges them effectively.”
Ofsted also noted reading was of a higher standard this time around thanks to a ‘comprehensive range of strategies’ while pupil attendance was also on the up.
The watchdog also declared students’ behaviour was good, robust systems were in place to ensure they were safe whilst adding their cultural development was ‘effective’.
Inspectors outlined key areas to focus on in order to strive for an ‘outstanding’ rating.
They were to maintain improvements for teaching quality to accelerate the progress of boys in particular with low starting points.
They also have to ensure leadership and management continues to hold teachers to account for the progress of lower-attaining pupils and ensure inconsistencies were ‘ironed out’.
The report added: “Governors have a good understanding of school performance. They are kept well informed by leaders and by link governors’ reports.
